DEVELOPMENT OF ENGLISH VOCABULARY LEARNING ACHIEVEMENT USING ONLINE VOCABULARY LEARNING MODULES FOR EARLY CHILDHOOD EDUCATION STUDENTS, FACULTY OF EDUCATION, SUAN DUSIT UNIVERSITY
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Abstract
This research article aimed to: 1) study the current state and needs for learning English vocabulary learning through online multimedia for early childhood education students, 2) develop an online multimedia English vocabulary learning modules for early childhood education students, 3) study English vocabulary learning achievement through online multimedia, and 4) study the students satisfaction with the online multimedia English vocabulary learning modules in the Early Childhood Education Program, Faculty of Education, Suan Dusit University. The sample consisted of 71 early childhood education students selected using cluster random sampling. The study employed a one-group pretest-posttest experimental design. The research instruments included a survey on the current state and needs for learning English vocabulary using the online multimedia learning modules, a 10-unit online learning module, a 60-item achievement test with a reliability coefficient of .881, and a satisfaction evaluation form. The learning module was developed based on Beck et al.’s three-level vocabulary framework and Mayer’s multimedia design principles. Data were analyzed using percentages, means, standard deviations, and pre-post-test comparisons of scores using the T-test.
The research findings revealed that students had the highest demand for basic conversational vocabulary and a strong preference for educational game-based online multimedia. Expert evaluation indicated that the learning modules achieved Item-Objective Congruence (IOC) indices ranging from .67 to 1.00. Both groups showed statistically significant improvements in vocabulary learning achievement at the .05 level: Group 1 improving from a mean score of 29.61 to 50.34 and Group 2 from 31.59 to 50.00 (representing 83.90% and 83.33% of the total score, respectively). Students expressed the highest level of satisfaction toward the learning modules with a mean score of 4.73 out of 5.00. These results demonstrate that the developed learning modules effectively enhance students' English vocabulary learning achievement.
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ทัศนะและความคิดเห็นที่ปรากฏในบทความในวารสารฉบับนี้ถือเป็นความรับผิดชอบของผู้เขียนบทความนั้นเพียงผู้เดียว และไม่ถือเป็นทัศนะและความรับผิดชอบของกองบรรณาธิการ
กองบรรณาธิการขอสงวนสิทธิ์ในการคัดเลือกบทความลงตีพิมพ์และจะแจ้งให้เจ้าของบทความทราบหลังจากผู้ประเมินบทความตรวจอ่านบทความแล้ว
ต้นฉบับที่ได้รับการตีพิมพ์ในวารสารครุศาสตร์ปริทรรศน์ คณะครุศาสตร์ มหาวิทยาลัยมหาจุฬาลงกรณราชวิทยาลัย ถือเป็นกรรมสิทธิ์ของคณะครุศาสตร์ มหาวิทยาลัยมหาจุฬาลงกรณราชวิทยาลัย ห้ามนำข้อความทั้งหมดหรือบางส่วนไปพิมพ์ซ้ำ เว้นเสียแต่ว่าจะได้รับอนุญาตจากมหาวิทยาลัยฯ เป็นลายลักษณ์อักษร
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